Science experiments are considered as an effective way to improve students learning of science concepts and science process skills in science education. Therefore, to understand how important providing students with guidance about the characteristics of experiments (problem, procedure and solutions), that is, the level of inquiry in science experiments, Science and Technology teachers views should be examined. The aim of this study is to investigate Science and Technology teachers views about the level of inquiry in science experiments. 118 Science and Technology teachers from three different cities participated in this study. The following data collection tools were used: Level of Inquiry in Science Experiments Survey and Semi-structured Interview Form about the Level of Inquiry in Science Experiments. Qualitative data gathered from semi-structured interview forms were analyzed with descriptive and content analysis. Results show that teachers held a guided inquiry view, that is, the problem and procedure should be given to the students before conducting the experiment and the conclusion should be open-ended in the experiment. Students level, timing, classroom size, and physical conditions of the laboratory may affect teachers preferences about the level of inquiry in experiments. Based on the results of the study, it is suggested that professional development courses can be organized to help teachers to improve their knowledge and skills about experiments with different level of inquiry and solve the problems they may encounter. Moreover, the relationship between the teachers views about teaching and learning and experiments should be investigated
Key words: science laboratory, science experiments, inquiry level, science teacher
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